Ninth Grade Seminar Teacher (part-time, 2026-27)

Georgetown Day School•Washington, DC

10d•Onsite

About The Position

Georgetown Day School (GDS) is seeking a dynamic, reflective, and student-centered educator to teach up to six sections of Ninth Grade Seminar, a signature course and an essential launching point for the GDS High School experience. Each section will meet once per week. Ninth Grade Seminar helps students develop the self-awareness, curiosity, empathy, and communication skills necessary to participate thoughtfully in a diverse and interconnected community. Students examine their complex and layered identities while learning to understand the identities, experiences, and perspectives of others. Through interactive activities, reflective writing, collaborative inquiry, and student-led conversations, students explore identity, belonging, equity, justice, ethical decision-making, and discourse. The course also helps students build the capacity to engage across differences, consider multiple perspectives, navigate complexity, and contribute responsibly to their school and broader communities. The Ninth Grade Seminar Teacher will create engaging and inclusive learning experiences that foster reflection, critical thinking, intellectual curiosity, and meaningful dialogue. The teacher will work collaboratively with the High School Principal, Grade Deans, the Equity and Inclusion Office, and other members of the High School faculty and staff to ensure the course remains aligned with GDS’s mission and responsive to the developmental needs of ninth-grade students. This is a part-time faculty position reporting to the High School Principal.

Requirements

Bachelor’s degree required
At least 3 years of experience in facilitating conversations involving identity, culture, equity, ethics, justice, belonging, or differing perspectives.
Demonstrated experience teaching or working with high school students.
Strong classroom facilitation and discussion leadership skills.
Demonstrated ability to create inclusive learning environments in which students feel both supported and appropriately challenged.
Commitment to Georgetown Day School’s mission and educational philosophy.
Demonstrated fluency in social justice, ethics, civics, identity development, dialogue across difference.
Experience developing or adapting student-centered curriculum.
Knowledge of bias awareness education, culturally responsive teaching, restorative practices, and culturally inclusive pedagogy.
Experience using experiential learning, reflective writing, dialogue protocols, and student-led discussion.
Understanding of adolescent development and the social and emotional needs of ninth-grade students.

Nice To Haves

advanced degree preferred

Responsibilities

Teach up to six sections of Ninth Grade Seminar.
Create an inclusive, engaging, and developmentally appropriate classroom environment grounded in GDS’s mission and educational philosophy.
Facilitate thoughtful conversations about identity, belonging, equity, justice, community, and multiple perspectives.
Help students develop the skills necessary to listen with curiosity, communicate across differences, examine assumptions, and participate constructively in challenging conversations.
Use interactive, experiential, discussion-based, and reflective teaching practices.
Design learning experiences that encourage student voice, agency, collaboration, and intellectual risk-taking.
Differentiate instruction to support students with a range of learning styles, identities, experiences, and developmental needs.
Assess student growth through reflection, formative feedback, participation, projects, and other authentic demonstrations of learning.
Collaborate with the High School Principal, Grade Deans, and the Equity and Inclusion Office to implement the Ninth Grade Seminar curriculum.
Ensure that the curriculum reflects current scholarship and effective practices in adolescent development, anti-bias education, culturally responsive teaching, inclusive pedagogy, and dialogue across differences.
Help students make connections among identity, ethics, civic responsibility, community membership, and their broader High School experience.
Use student feedback, classroom observations, and emerging issues to recommend appropriate curricular adjustments.
Support consistency and coherence across all sections of the course.
Develop authentic and trusting relationships with students.
Establish classroom norms that promote respect, curiosity, honesty, reflection, and accountability.
Create space for students to explore complex questions without reducing individuals or communities to a single identity, experience, or perspective.
Support students in developing greater self-awareness and an appreciation for the complexity of others.
Recognize when classroom conversations or student experiences require additional support and communicate appropriately with relevant school personnel.
Contribute to a collaborative faculty culture and the shared responsibility for creating a school community in which students experience belonging, well-being, and engagement.
Prepare thoroughly for classes and maintain organized curricular materials.
Provide students with timely and constructive feedback.
Maintain accurate student records and complete required reports and communications.
Communicate effectively and professionally with students, colleagues, and families to support student success.
Uphold school policies, professional expectations, and confidentiality requirements.
May be required to attend departmental, divisional, or other faculty or all-school-related meetings.
Accomplish all tasks as appropriate.
Other duties outside this description may be assigned as necessary.